【作 者】：
顾小清， 王春丽， 王 飞
【关 键 词 】：
ICT； 教育改革； 角色； 历史分析； 口述史； 案例
【栏 目】：
理论探讨
【中文摘要】：
技术与教育是推动社会发展与历史前进的两大动力，二十世纪以来基于信息化的领域创新速度要远远超过前几次革命，技术在促进人类文明前进上有目共睹。不同领域和信息技术之间的整合与协同变得更为普遍，信息时代已成现实。回望过去二十年，这场技术带来的深刻系统变革在与教育的持久碰撞中，其潜力是否得到有效、全面的释放？技术多年来沉降到教育情境的程度有多大？文章试图从历史研究的视角，审视近二十年来教育领域技术的使命与角色变化，为当下的教育信息化决策提供参考，并为今后的教育改进提供经验。文章采用历史分析法、案例比较法等，对教育信息化典型案例以及学校访谈等来源数据进行了梳理。分别从技术在学校的存在形态和方式、技术是否变革学校功能、教育相关者对技术的期待的改变、技术与教育之间不停歇地寻求平衡这四个部分对数据进行了分析和报告。通过获取不同参与者对实践理解的视角，以重构、表现教育领域技术的内化历程。结论与启示是：在新一轮赛跑中寻求平衡、发挥技术对教育的重塑作用需要系统性设计、延续与颠覆并存地建构与重构教学过程、为知识创造提供机会。
【英文摘要】：
Technology and education are two engines pushing social development and progress of history. Since the 20th century, the speed of informatization-based innovation is much faster than that of previous revolutions, and technology is prominent in accelerating human civilization. Integration between technology and various areas is widespread. As a result, the information age has become a reality. However, whether has the potentials of the profound systematic reform brought by technology been fully released in education in the past two decades? How much has technology affected education? This paper attempts to review the historical mission and roles of technology to provide references for policy making of educational informatization and future educational improvement. This paper adopts historical analysis and case study to analyze the data of typical cases of educational informatization and school interviews. The data is analyzed and reported from four aspects: the existing patterns of technology in school, the power of technology for school functions, the changes of educational stakeholders' expectations for technology, and the constant balance-seeking between technology and education. This paper reconstructs and reveals the internalization of technology in education based on understandings of different practitioners. It is concluded that in order to play the remodeling role of technology in education, it is necessary to construct and reconstruct teaching process systemically to provide opportunity for knowledge creation.